jLD 4545 
?] 1834 
I Copy 1 



AN ADDRESS 



DELIVERED 



ON MONDAY, DECEMBER %%, 1834. 



REV. JOHN LUDLOW, D. D. 



OK THE OCCASION OF HIS INAUGURATION 



PROVOST 



OF THE UNIVERSITY OF PENNSYLVANIA. 



PUBLISHED BT ORDER OF THE BOARD OF TRUSTEES. 



PHILADELPHIA: 

PRINTED BY JOSEPH R. A. SKERRETT, 



1835. 



AN ADDRESS 

DELIVERED 

ON MONDAY, DECEMBER %%, 1834. 

BY 

REV. JOHN LUDLOW, D. D. 

ON THE OCCASION OF HIS INAUGURATION 

AS 

PROVOST 

OF THE UNIVERSITY OF PENNSYLVANIA. 



YMl£ 



PUBLISHED BY ORDER OF THE BOARD OF TRUSTEES. 



,^ 



4- 



PHILADELPHIA : 

PRINTED BY JOSEPH R. A; SKERRETT, 

1835. 



IS 



The Inauguration of the Rev. John Ludlow, D. D. as 
Provost of the University of Pennsylvania, took place at the 
Musical Fund Hall, on Monday, December 22d, 1834. 

The exercises were opened with prayer by the Right Re- 
verend Bishop Onderdonk. John Sergeant, Esq. intro- 
duced the Provost with some introductory remarks. The 
Inaugural Address was then delivered by Dr. Ludlow; and 
the ceremonies were concluded by a prayer from the Rev. 
Mr. Barnes."* 

* Mr. Barnes was requested to furnish a copy of his Prayer for pub- 
lication, but was unable to do so, the same having been extemporary. 



PRAYER 



RIGHT REV. H. U. ONDERDONK, D. D. 



Almighty and everlasting God, the Fountain of all 
goodness, who hast promised to hear the petitions of those 
who ask in thy Son's name ; we come before thee in an 
humble sense of our unworthiness, beseeching thee for his 
sake to pardon our transgressions and accept our prayers. 
We confess, with shame and contrition, that we have gone 
astray from the path of thy commandments, and have done 
those things which we ought not to have done, and left 
undone the things which we ought to have done ; provok- 
ing thereby most justly thy wrath and indignation against 
us. Yet enter not into judgment with thy servants, 0, 
Lord; but turn thine anger from us, and give us pardon 
and peace. Deliver us, through thy bountiful goodness, 
from the bands of those sins which by our frailty we have 
committed. Replenish us with the truth of thy doctrine; 
endue us with innocency of life; and dispose us in all our 
thoughts, words, and deeds, to seek thy honour and glory. 
Grant unto us a good will to serve thee, and also strength 
and power to fulfil the same; that we may continually 
overcome our corrupt affections, and cast away the works 
of darkness, and daily increase in thy Holy Spirit more 
and more. Give grace, we beseech thee, to all those who 
are admitted into the fellowship of Christ's religion, that 
they may avoid those things which are contrary to their 



profession, and follow all such things as are agreeable to 
the same. Let the light of thy gospel shine upon all na- 
tions; and may as many as have received it live as becomes 
it. Be gracious unto thy church; and grant that every 
member of the same, in his vocation and ministry, may 
serve thee faithfully. Bless all in authority over us; and 
so rule their hearts, and strengthen their hands, that they 
may punish wickedness and vice, and maintain thy true 
religion and virtue. 

Send forth, we beseech thee, Lord, thy light and thy 
truth, into the hearts of the young throughout our land; 
and incline them, by thy grace, to remember Thee, their 
Creator, in the days of their youth; and to seek at thy 
hands, the gifts of good learning, of useful knowledge, of 
spiritual wisdom, and of everlasting life, through the me- 
rits of the Redeemer. 

We implore thy blessing, Heavenly Father, on all in- 
stitutions for nurturing the mind, and for imparting sound 
information and holy principles — and especially upon that 
with which we are connected. May all its officers be en- 
dued with wisdom, fidelity, and zeal, with diligence, 
firmness, prudence, and patience, in the discharge of their 
several duties; and may thy blessing accompany their ef- 
forts, and make them successful. 

Pour down most abundantly of thy heavenly gifts, 
Lord, on thy servant, who is called to the chief honour 
and responsibility in this University. To thee we present 
him, thou Father of lights, for thine especial benediction. 
Guide him, and give him success, in the setting forth of 
truth and virtue; direct and strengthen him as the gover- 
nor, enlighten him as the instructor, make him wise as the 
counsellor, and expand his heart ever more and more as 



the friend of the youth committed to his care. And may 
his reward, for Christ's sake, be great, in an approving 
conscience here, and in thy final approbation hereafter. 

We ask also thy grace for the Trustees of this institu- 
tion. May they be endued continually with the spirit of 
wise governance in the fulfilment of their trust. And 
may all their consultations and actions tend to thy glory, 
and to the promotion of its best interests and welfare. 

Let, also, the riches of thy mercy and goodness de- 
scend upon its pupils. Dispose them to use with dili- 
gence the opportunities of mental and moral culture, and 
of scientific improvement, which they here enjoy: and 
give them health of body, vigour of mind, and gracious 
understanding, that they may do so. Preserve them, we 
beseech thee, from temptation, from folly and vice. Give 
them the constant assistance of thy Holy Spirit, that they 
may be effectually restrained from sin, and excited to their 
duty. Imprint upon their hearts such a dread of thy 
judgments, and such a grateful sense of thy goodness to 
them, as may make them both afraid and ashamed to offend 
thee. And, in all the changes and chances of this mortal 
life, defend them by thy most gracious and ready help; 
that, blest by the guidance of thy Spirit, they may per- 
ceive the delusions, and escape the snares, of sin, and so 
pass through things temporal, that they finally lose not 
the things eternal. 

These things, Heavenly Father, and whatever else 
thou shalt see necessary and convenient to us all, we hum- 
bly beg, through the merits and mediation of thy Son 
Jesus Christ our Lord and Saviour: To whom, with thee, 
and the Holy Ghost, be honour and glory for ever and 
ever. Amen. 



ADDRESS 



JOHN SERGEANT, Esq. 



Friends and Fellow Citizens, 

In giving an extended invitation to our fellow citizens, 
to participate in this day's ceremony, the Trustees of the 
University have been influenced no less by a sense of 
duty to the public, than by the hope, that from every oc- 
casion like the present, there may arise a renewed in- 
terest on the part of the community in the institution 
committed to our charge. We are but Trustees. — We 
have not founded nor endowed the University. — We 
derive from it no peculiar advantage. Those of us who 
have children to be educated, may participate in its bene- 
fits. But this is a privilege we enjoy only in common 
with our fellow citizens, and upon the same terms with 
them; and it is obvious that our individual portions of it 
must necessarily be very small. We may have our share, 
too, of the gratification to be derived from the character 
of the institution. But the lustre of its reputation will 
be spread over the whole community, and its blessings be 
felt by all, in the general diffusion of sound and whole- 
some instruction. 

We are gratified at the presence of so large and intelligent 
an audience. We are gratified also, at being able to an- 
nounce to them, that the Professorships in the Collegiate 
Department are now all filled, and its organization complete. 
Two of them, it is known, were for some time vacant. It is 
but justice to the three professors who remained, to acknow- 



9 

ledge, that they cheerfully took upon themselves the 
arduous labour of performing the duties of the vacant 
chairs, in addition to their own, until a selection could be 
made of suitable persons to fill them; and such was their 
successful diligence in this extraordinary task, (far too, 
severe to have been long continued,) that no student, it 
is believed, experienced the slightest disadvantage from 
the want of the proper complement of teachers. 

Some time ago, the choice was made of a Professor of 
Mathematics. Mr. Courtenay's qualifications for that 
Chair, were vouched to the entire satisfaction of the 
Board, before he was chosen. They have since been 
tested by experience, and the Board are happy to be able 
to say, that their expectations, high as they were, from 
the assurances they had received of this gentleman's 
acquirements and capacity for teaching, have not been 
disappointed. 

They have now chosen a Provost, selected after diligent 
inquiry, but at last with a strong confidence, that he is emi- 
nently fitted for that interesting and responsible station. 

The next session will, therefore, open with the Faculty 
of Arts completely organized, and every chair in it filled 
to the entire satisfaction of the Board. Without making 
any comparison, we may be allowed to say, that we could 
not in any of them desire a change. 

If time permitted, we might add, that the course of in- 
struction is as full as the period ordinarily assigned for 
collegiate education will allow — that the teaching is tho- 
rough and exact — and that no institution was ever in a 
happier state of discipline than the Collegiate Department 
of the University of Pennsylvania now is. The discipline 
is efficient without harshness. The business qf instruction 
2 



10 

goes on, and order is maintained, as if from the sponta- 
neous co-operation of every individual, pupil as well as 
teacher. Of this interesting statement, no better proof 
can be required than the fact — which we have equal pride 
and pleasure in announcing — that during the whole of the 
session which has just ended, not a single case has occurred 
of the application of corrective discipline, of sufficient mag- 
nitude to be reported to the Board, or even to be commu- 
nicated to a parent. It is a fact undoubtedly very honour- 
able to the Faculty of Arts, and very honourable, also, to 
the youth who compose the Collegiate classes. We sin- 
cerely congratulate their parents and friends upon the hope 
it justifies. 

What then have we to wish ? But one thing more ; that 
one, however, of vital importance — that our fellow citizens 
will look into the condition of the institution, as it now 
is — that they will examine its real merits as a seminary 
of learning — and if they find it to be worthy, (as we truly 
believe they will,) that they will extend to it their active 
support and aid. In that case, smile upon it — cheer it — 
take an interest in it — embrace it in your feelings, as a 
concern of your own; recommend it to others — if need be, 
contribute from your means to its enlargement and exten- 
sion; do all you can to give to it the character which ought 
to belong to an institution that bears the name of the 
University of Pennsylvania. With such aid we are 
sure of success. 

It remains to attend to the object for which we are here 
assembled. 

In obedience to the directions of the Board of Trustees, 
I have the honour to introduce to you, the Rev. Doctor 
John Ludlow, as the Provost of the University of Penn- 
sylvania. 



ADDRESS 

BY 

REV. JOHN LUDLOW, D. D. 



Called to preside over the University of Pennsyl- 
vania, by the partiality of its Board of Trustees, before 
entering upon the discharge of my official duties, in ac- 
cordance with long established usage, in such cases, I have 
risen to offer some remarks which the occasion suggests. 

I am deeply sensible of the responsibility of the station 
which I am about to occupy ; and it is with no little diffi- 
dence that I approach it. But I may be permitted to say, 
if untiring devotion to the interests of the institution can 
secure a successful discharge of its duties, then I flatter 
myself that I shall not wholly fail to meet the reasonable 
expectations of the confidence reposed in me. Assured 
of the hearty, and efficient co-operation of my distinguish- 
ed associates, I rely much upon their practical wisdom ; 
and anticipate from this union of hearts and hands in one 
common cause the most favourable results. 

The well-being and prosperity of every literary insti- 
tution will in some measure depend upon a wise and sa- 
lutary government. Though government be only inci- 
dental to a higher end, yet, like the scaffolding to a 
building, it is rendered indispensably necessary. It is 
easy to perceive that a government may be characterized 
by such sternness and severity as to create a constant dis- 
position to resist its action, and to impair the rules of 



12 

order and decorum. Nor is it les3 apparent that a govern- 
ment may be characterized by such a happy union of 
mildness and decision as to secure its end almost without 
being felt. The one may perhaps be most appropriately 
denominated a government of authority ; the other a go- 
vernment of reason. We can not hesitate in a choice be- 
tween the two. The former incorporates the elements of 
despotism; the latter the affectionate control of parental 
influence. Let it not be supposed, as it sometimes seems 
to have been, that there is any impossibility in extending, 
with success, a government of so much gentleness to a 
collection of youth, in a literary institution. With all the 
disposition to indiscretion which may be occasionally ma- 
nifest, at this period of life, there is a candour in the 
youthful bosom on which I think reliance may be confi- 
dently placed to sustain a wholesome discipline, and put 
to shame the individual who is bent, after every entreaty 
and remonstrance, to set at nought the exercise of all re- 
straint. If education should have regard to the cultiva- 
tion of the moral as well as the intellectual faculties, how 
much would such a government tend to inspire that high 
and honourable feeling, that virtuous sensibility, which 
constitute such prominent features in the formation of a 
noble character. How much would it tend to do away 
the impression, too common among youth when about to 
enter a literary institution, that they are approaching a 
sort of prison, in which their personal liberty is to be sa- 
crificed; or that while they are under their immediate in- 
structors they will be subjected to a set of monsters who 
have not one particle of parental sympathy. Let them 
feel that a collegiate course deprives them of no reasona- 
ble enjoyment compatible with the object to which they 



13 

are devoted — that those who are entrusted with their 
education have no other desire than to facilitate their im- 
provement, and there will not be that impatience of re- 
straint which seeks occasion to promote disorder, and to 
thwart in every way the exercise of government. Be- 
sides it ought to be an object of primary importance with 
the faculty of an institution to save every youth com- 
mitted to their care in despite of all the waywardness to 
which any may be prone. Character is inestimable, and 
if it be lost in the outset, how many wounds does it open ! 
To secure this most desirable end, I know of no influence 
more effectual than that of a parental character. If how- 
ever it must be, notwithstanding all the mildness and for- 
bearance that can be employed, here and there an instance 
should be found of a youth so lost to every ingenuous 
feeling that he cannot be retained without irreparable in- 
jury to his associates, then there should be an inflexible 
firmness, which no considerations should divert from 
making the painful sacrifice of exclusion from the Halls 
which are disgraced by his presence. But even then I 
would not follow him with anathemas ; I would leave the 
door open before him in the hope that this exercise of 
discipline might incite him, elsewhere, to redeem his cha- 
racter, and yet become an ornament to the community. 

Intimately connected with the general government of a 
literary institution, is the system which may be adopted to 
excite a spirit of noble emulation and distinction among 
its pupils. It is unquestionably desirable that there 
should be sufficient motive to arouse to action the latent 
powers of the mind, and increase their strength by vigor- 
ous exercise: but it is a matter of some importance so to 



14 

adjust the system as that it may operate most happily 
upon the whole mass of mind, which is brought under its 
influence. It is to be expected that there will always be 
a diversity of talent in every promiscuous collection of 
youth; and that the talents of some may be more rapidly 
developed than of others, even where there may be no 
difference in the amount of native intellect. From the 
well known influence of climate upon the physical and 
intellectual powers, this difference in the developement 
of talent is sometimes apparent in youth of the same age 
gathered from different sections of our own country. 
From these considerations it would be manifestly wrong 
to expect that all should make the same improvement. It 
is possible therefore that a system intended to excite an 
emulous action may operate with too great severity; for 
while it may have the happiest effect upon a few, it may 
tend to repress the energies of the many, and ia the end 
leave them far below the standard to which they might 
have attained under a less severe pressure. All that can 
reasonably be required of every youth is, that he should 
make the best improvement of the talents and advantages 
which he possesses. And our design should be not so 
much to operate upon a few of a class, who may be made 
to tower far above the rest, as to exert the best influence 
upon the respectability and distinction of the whole. The 
history of our literary institutions will bear me out in the 
fact, that those who have occupied the most prominent 
places in their collegiate course have not always figured 
with the greatest prominence in the world, /vhile their 
fellows, who gave less indications of talent, have arisen 
to stations of commanding influence "and respectability. 



15 

Perhaps this may, in part, be attributed to a too great re- 
liance of the former upon their native talents, and too lit- 
tle upon their efforts; yet it is sufficient to warrant the 
conclusion, that no youth, of even ordinary capacity, may 
not, with proper culture and diligence, rise to places of 
honour and usefulness in society. It is certain however 
that whatever system, calculated to excite an honourable 
rivalry, is adopted, much, very much, will depend upon 
the discretion of instructors to give it success. 

Passing from these points which may be considered as 
incidental to a course of education, I come to the substan- 
tial part of it. In regard to education the great question 
to be determined seems to be, how can you make the most 
of mind ? — or in what way can youth be most success- 
fully trained to enjoy the greatest amount of happiness 
and to qualify them for the greatest usefulness in society? 
Much has been written in answer to this question. The 
consequence has been that in our own country, especially, 
such changes have been suggested, and such innovations 
have been proposed to be made in relation to the establish- 
ed system of education, as to have excited apprehension, 
in some minds, for the fate of sound and substantial lite- 
rature. The spirit of the age, which is fruitful of innova- 
tion, has doubtless led to the suggestion of some extrava- 
gant notions. The old mode of making scholars has been 
thought too long and tedious, and various plans have been 
proposed to make scholars by a shorter course. Imposi- 
tions have been practised upon a too credulous communi- 
ty. High sounding names have been employed to give a 
new colouring to an old thing, and then it has been pre- 
sented to the world as a wonder of the age. This desire 



16 

of change in a long established system has shown itself in 
opposition to the study of the dead languages — an oppo- 
sition which has in some instances been sanctioned by 
great and honoured names. It does not become us to 
undervalue sentiments honestly entertained. It may 
however be said that the most distinguished champions 
against this part of the established system of education 
have themselves unconsciously furnished very conclusive 
evidence of the value of what they have so vehemently 
opposed. Without entering, here, upon the merits of the 
question in relation to the study of the learned languages, 
I will only observe, that if these languages be thoroughly 
taught with accompanying illustrations, of the scope and 
design of the several classic authors; of the various facts 
historical, biographical, and mythological, which they 
contain ; and above all with illustrations of the beautiful 
sentiments with which they abound, the study of them 
will be pleasing as well as profitable to the pupil. 
Taught in this manner, the teacher of languages may bring 
in all his varied knowledge, and lay all science under 
contribution to throw around his course a fascinating 
charm. Then all the advantages claimed for the study of 
these languages will be manifest; and none who regard 
the influence which they exert in disciplining the youth- 
ful mind, in producing a critical acquaintance with our 
own language, in refining the taste and forming it after 
the most finished models of antiquity, will consent that 
the study of the dead languages should ever be abolished 
in a finished course of education. But while I have no 
feeling in common with those who would entirely exclude 
the study of the ancient classics, I cannot but think that 



17 

our own English classics have been too little regarded. I 
can see no reason why such monuments of genius and 
taste should not form a continuous part of the classical 
course of every English scholar. If it be conceded that 
Homer, Demosthenes, Virgil, Cicero, and Horace should 
occupy the foremost place; ought Milton, Pope, Young, 
Shakspeare, Addison, Burke, and Johnson to be entirely 
neglected ? Can they exert no influence in forming a 
correct and finished taste — in creating a more thorough, 
knowledge of the use of our own language ? Can they 
claim no advantage on account of the Christian principles 
and Christian morals which they inculcate ? And being 
presented in our own living language, will not their beau- 
ties, for the most part, be more easily perceived and much 
better understood? Ought not then, the critical analysis of 
select parts of these classics be closely blended with the 
common course of Rhetoric in our literary institutions? 

I have spoken of innovations upon the established sys- 
tem of education : far be it from me however in what 
has been said, to indicate that the course of education is 
not susceptible of improvement, or that no improvement 
has been made. Still whatever has been tested by long 
experience should not be hastily disturbed, or assailed 
with a rude hand. It is a safe criterion to judge of the 
value of a system of instruction which has long prevailed 
by the effects which it has produced. According to this 
rule what has been the result ? Where shall we find such 
scholars as are to be found in the last age? In the va- 
rious branches of science which were then cultivated — in 
all the learned professions, they stand out in bold relief 
upon the pages of history. Though some men may en= 
< 3 



18 

deavour to depreciate the system under which they re- 
ceived their intellectual training, yet it will doubtless be 
to the advantage of their literary reputation not to court a 
comparison with them. Whatever improvements are 
made in the course of instruction, let them be gradually 
introduced, and adapted to the wants of the age. Extend 
the range of study with the progress and development of 
science — improve in every possible way the mode of 
teaching, and the facilities of illustrating science ; but do 
not depart from the grand outlines of a system which has 
produced the most profound and illustrious scholars. It 
is a matter which may well be questioned, whether any 
radical improvement has been made in the system of edu- 
cation since the period of the immortal Bacon. To his 
inventive and philosophic mind we are indebted for the 
entire change which took place in the prosecution of phy- 
sical and mental science. The principle of induction, 
which he carried into the region of matter and mind, has 
laid a foundation from which we cannot depart without 
being lost in the uncertainties of profitless speculation. 
He has taught us to substitute facts for fancy, and by the 
gradual development and analysis of the various pheno- 
mena of matter and mind, to arrive at general conclusions 
which are incontrovertible. This method of prosecuting 
science which deals in facts — truths — cannot be carried 
out too extensively wherever it admits of application; 
though it must be confessed that there is a constant ten- 
dency to depart from it. Perhaps nothing has been more 
prejudicial to the interests of truth and science in its va- 
rious departments, than a disposition to form speculations 
and theories; and then, losing sight of truth, labour to 



19 

bend every thing to sustain them. What a waste of in- 
tellect and of effort, which, if correctly applied, would 
have tended to very different results. Hence we cannot 
in a system of education adhere too closely to a principle 
which the great philosopher has taught us. To it we are 
mainly indebted for those discoveries which have been 
made in natural science, by which the hidden laws of na- 
ture have been developed, and made subservient to the 
convenience, the comfort, and even the happiness of man. 
To it we are indebted for the analysis of mind, and the 
reduction of mental philosophy from a state of chaotic 
confusion to a system of intelligence and order. 

Assuming this grand principle as the basis of a course 
of education, so far as it can be applied, it is matter of 
great importance that the subjects embraced in it should 
be prosecuted in the order best adapted to the capacity of 
the youthful mind. The first elements of knowledge are 
derived through the medium of the organs of sense. Ex- 
ternal objects are the first to attract attention, and to com- 
municate ideas. Abstract subjects are among the last 
which engage our thoughts. Hence it is that we are so 
much more conversant with what passes without us, than 
with what takes place within us. This law of our nature 
requires that those sciences, or studies, which make an 
impression upon the organs of sense should precede those 
which are abstract in their nature, and require habits of 
abstraction in order to comprehend them. Though this 
it would seem must be very obvious to all, yet the law 
itself, in application to the course of education, has not 
always been kept sight of. This remark applies more to 
our common schools, and academies, than to our higher 



20 

institutions of learning. Does it accord with this princi- 
ple of mental philosophy that English Grammar should 
occupy the place it commonly does in our primary schools? 
As soon as a school-boy is able to read with some fluency, 
an English Grammar is one of the first books that is put 
into his hands. And with parents it is commonly evi- 
dence of great proficiency, and a cause of exultation, re- 
gardless of their age, that their children are studying 
grammar! I think you will bear me out in saying that 
there is not a more difficult subject to comprehend than 
the philosophy of language. And how can it be expected 
that youth, in their earlier stages of education, can under- 
stand it, when it requires of those who have come to ma- 
turity so much study and reflection. Is it, except so far as 
memory is concerned, little more than a waste of time? 
Would it not be less difficult for a youth to understand 
even the elements of some of the natural sciences? Might 
there not a beneficial change in this respect, be made in 
our primary schools, if history, which is so much neglect- 
ed, or even intellectual arithmetic, were substituted in the 
place of English Grammar? We have learned, within a 
few years, that children and youth have a capacity 
to acquire knowledge, at a much earlier period than 
was heretofore supposed; and we are very much indebted 
to the fact for the establishment of infant schools. Have 
they not shown that children, at the age of five or six 
years, may now know what once required ten or twelve 
to learn ? Is it not because they have been conducted 
upon the philosophic principle, which teaches them to 
call to their aid the external senses in the attainment of 
•knowledge? It is the part of wisdom to derive instruct 



21 

lion from every source, and if such advantage may result 
from a happy adaptation of the course of study to the capa- 
city of the youthful mind, ought we not to avail ourselves 
of it throughout the whole training of youth, and thus by 
increasing the facilities of obtaining knowledge, in effect, 
protract the period of our existence and add to the ex- 
tended usefulness of every scholar. 

But if it be important to adapt a course of education to 
the capacity of youth, it is still more so that all the facul- 
ties of the mind should be cultivated in their proper pro- 
portions, in order that it may be made a most perfect in- 
strument for the development of truth. However inge- 
niously the several parts of a piece of mechanism may be 
constructed, it will fail to accomplish the end for which it 
is intended, unless these parts are happily adjusted to move 
in perfect harmony. The body can never be expected to 
attain that symmetry which constitutes its strength and 
heauty, unless its several members have their due propor- 
tion. What is true of a piece of mechanism and of the 
human frame, is not less so of the intellectual faculties. 
To secure this result the circle of education must necessa- 
rily embrace various subjects of study calculated to call 
into action every power of the mind, to invigorate each 
one by constant exercise, while, at the same time, neither 
is cultivated at the expense of the other, but all are im- 
proved according to their relative importance. In con- 
ducting a course of instruction, too much attention cannot 
be paid to this mental cultivation and discipline. The 
youthful student must be excited to habits of mental acti- 
vity. He must be taught how to think ; how to analyse. 
His curiosity must be awakened, and directed in a proper 



22 

channel. His ingenuity and invention must be set at 
work, and the field of inquiry and investigation must be 
thrown wide open before him, and every effort must be 
employed to inspire him with a relish for intellectual en- 
joyment. This is something very different from the mere 
knowledge of the text book; or loading the memory with 
the mere technicalities of science. It is important that a 
student should understand the various subjects embraced 
in a course of study ; but it is more important that he 
should be brought under this system of intellectual train- 
ing, that like a skilful mechanic who is perfectly acquaint- 
ed with the nature and design of every instrument of his 
art, he may know how to use the faculties which his Cre- 
ator has given him, and to apply them to the best advan- 
tage. It unfortunately happens that very many youth go 
forth into the world and spend half their lives before they 
acquire the knowledge how to study, if, indeed, they ac- 
quire it at all! How desirable for a student to have his 
mind so well desciplined that he may with perfect ease 
call up, by the law of association, every thing relating to 
a particular subject in the circle of his attainments. He 
should be like a man of business, who is so methodical in 
all he does, that at any moment, he can lay his hand upon 
any paper, upon any subject, when his attention is called 
to it. This discipline depends upon cultivating habits of 
analysis and classification. Habits, which when once 
formed, save no little time and labour in the attainment of 
knowledge, and the investigation of the various subjects 
which may claim his attention. Nor are they less valu- 
able in the practical application of knowledge. By the 
art of analysis it is comparatively easy to mould a subject 



23 

into a luminous form, so that all its parts are compre- 
hended, almost, without an effort. This intellectual train- 
ing, which a teacher should ever have in view, will give 
ample scope for the exercise of all his powers. And 
herein lies the great difference which obtains between one 
course of instruction and another. Here too is the point 
in which improvement is to be made in a course of edu- 
cation. This improvement does not consist in partial 
modifications of this course. It is matter of minor im- 
portance whether one author or another be adopted as a 
guide; the student must be taught to think for himself. I 
do not however mean by thinking for himself, what some 
seem to attach to this idea, a rejection of every thing old 
because it is old. By no means. This is mischievous in 
its tendency. It is a spirit of literary licentiousness which 
seeks a reputation for genius and originality by thinking 
as no one has ever thought before, courting singularity 
for the sake of notoriety. It is rather a freedom of in- 
quiry w r hich, while it moves onward with manly step, 
does not disdain to draw knowledge from every source, 
and by new combinations of the simple elements of truth, 
presents them in the most powerful and attractive form. 

It is, moreover, important in a course of education that 
it should be, as far as possible, accompanied with experi- 
ments. Here again we see the force of that principle in 
mental science, which teaches us to call in the aid of the 
senses in order to impress truth upon the mind. What 
would be the best course of anatomical lectures without 
the dissecting knife? Why do the Medical Faculty 
feel it to be so important to have access to our hospitals, 
our alms-houses, but that they may illustrate the various 



24 

diseases to which the body is subjected in a living, tangi- 
ble form. The natural philosopher would spend much of 
his learning to little or no purpose, were he not to carry- 
out his principles by a course of experiments, which, while 
they teach with unerring certainty the truth, make such 
an impression upon the mind that it cannot easily be for- 
gotten. Hence it becomes indispensably necessary that 
every literary institution should be amply furnished with 
an apparatus of the first order. If there be any lack, it 
should be immediately supplied, as indispensably neces- 
sary to the purposes of science. Nor should education be 
only experimental: it should be practical. It should al- 
ways be borne in mind that youth are to be educated in 
reference to their usefulness. There are few subjects in a 
course of instruction which do not suggest matter of prac- 
tical application. The study of the languages, like the 
pages of history, may be most profitably improved. The 
science of mental philosophy, as it teaches the constitution 
and the laws of mind, enables us to determine by what 
laws the mind is controlled. Natural philosophy has a 
direct bearing, in many of its departments, upon the arts, 
and moral philosophy comes in at every step with its sub- 
lime sanctions to bear upon the heart, and enforce the 
practice of duty. 

But whatever may be the course of education, however 
excellent in itself, this does not supercede the necessity of 
laborious application and diligence. When we look at 
the course prescribed in our Colleges, and the short pe- 
riod of four years in which it must be passed over, no one 
can expect to make himself a proficient unless by inces- 
sant toil. The student must not expect exemption from 



25 

the general law, that by the sweat of his brow he is to ob- 
tain bread. The desire, so natural to man, to avoid se- 
vere and protracted labour, has, perhaps, been one cause 
of the disposition which prevails, to too great an extent, 
to shorten the prescribed path that leads up the hill of 
science. The idea seems rather too chimerical, notwith- 
standing the inventive genius of my countrymen, to sup- 
pose that they will ever succeed in constructing a rail-way 
up this rugged ascent, which by the help of stationary 
power, will waft them like the breeze towards its summit. 
We must be content to travel the old and beaten path, 
however steep and difficult. But it is not merely in order 
to acquire the knowledge which is to be obtained in a 
course of education that every student must submit to la- 
bour ; it is necessary that he may form habits of industry, 
which he may carry with him through life. For it should 
be deeply impressed upon his mind that when he leaves 
the Halls of science he has only just entered upon a ca- 
reer of honour and usefulness. The necessity of forming 
such habits is enforced by the temptation to which he is 
constantly exposed to settle down in inglorious ease. He 
will be in danger of restricting the extent of his reading 
to the many light and ephemeral productions, which are 
every day issuing from a most prolific press. Whatever 
benefit these may be to the community at large, they are 
not calculated to make scholars of the first class. The 
student must seek for something more solid and substan- 
tial. He must do more. He must endeavour, by exam- 
ple, to correct, what seems becoming too prevalent, a 
taste for light reading, and threatens even to lure away 
4 



26 

the best scholars from those good old paths, which promise 
the most enduring harvest of literary glory. 

There is one other point connected with education, 
which I wish to place before you in all its importance, 
and as it comes more especially within the range of my 
department, I may be allowed to insist upon it. It is the 
importance of giving to every course of instruction a de- 
cidedly religious character. I do not mean sectarian ; for 
with this I have nothing to do; nor has this institution. 
When I speak of religion, I mean Christianity as opposed 
to scepticism and infidelity. I do maintain that the les- 
son of Divinity is taught in every department of science. 
I do maintain that the same God who made the Universe 
made the Bible. I am aware, and infidels are aware of 
the importance of this declaration; and hence the strenu- 
ous efforts which have been made to disprove it. They 
well know, as we -do, that if one fact in the development 
of science could be brought in array against the Bible, 
that it would form very strong, if not conclusive evidence 
against its pretensions to Divinity. Hence the assaults 
which geologists in time past have made upon the Mosaic 
account of the creation. They seemed, indeed, for a sea- 
son to exult in a triumph over it. But has not a distin- 
guished geologist of the French school settled the ques- 
tion, that of all others, the Mosaic account of the creation 
is the most rational, and is to be universally received ? 
Have not the same class of men denied the possibility of 
a flood of waters, by which the old world was swept away 
as with the besom of destruction ; and have they not thence 
inferred the impossibility of the final catastrophe of the 
universe when the mighty God shall "send his plough- 



27 

share o'er creation" — when the world, and all that is 
therein shall be burned up. The fallacy of this inference 
can no longer be doubted in view of the discoveries which 
have been made in chemical science. Has it not demon- 
strated with what facility almost everything in nature 
can be decomposed and made to yield an inflamable ele- 
ment which may explode the whole system ? Has it not 
taught by its developments how easy it is for the Omni- 
potent chemist of the universe to throw the world into 
his laboratory and consume it in a moment? It is mat- 
ter of gratulation to the friends of Revelation, that all the 
discoveries of science, at every step, so far from con- 
tradicting, confirm the sacred page ; and we have no fears 
that any future discoveries will tend to a different result. 
The tendency of scepticism and infidelity is most un- 
friendly to individual, domestic, and social happiness, and 
to the improvement of society. "Scepticism, even in its 
most inoffensive form," says Dugald Stewart, "when it 
happens to be united to a peaceable disposition and a be- 
nevolent heart, cannot fail to have the effect of damping 
every active and patriotic exertion. Convinced that truth 
is placed beyond the reach of the human faculties, and 
doubtful how far the prejudices we despise may not be 
essential to the well being of society, we resolve to aban- 
don all speculative inquiries; and, suffering ourselves to 
be carried directly along with the stream of popular opi- 
nions, and of fashionable manners, determine to amuse 
ourselves the best way we can with business or pleasure, 
during our short passage through this scene of illusions. 
But he who thinks more favourably of the human powers, 
and who believes that reason was given man to direct him 



28 

to his duty and his happiness, will despise the suggestions 
of this timid philosophy ; and while he is conscious that 
he is guided in his inquiries only by the love of truth, will 
rest assured that their result will be equally favourable to 
his own comfort and the best interests of mankind." 

The importance of imbuing the mind with Christian 
principles is indispensable to the youth themselves. No 
one can be happy who contradicts the laws of his moral 
nature. As well might he expect to live without food, or 
to thrust his hand into the fire and not be burned. The 
impossibility, though not as apparent, is as real in the one 
case as in the other. The precepts of Christianity are in 
perfect conformity with the laws of our moral nature. 
Hence they can never be violated with impunity. This 
sentiment cannot be too deeply impressed upon our youth. 
They should know and feel that their honour, their hap- 
piness, their usefulness, will be promoted in as far as they 
live in conformity to the great end of their being. To de- 
viate from this rule is to approach the downward road that 
leads to infamy and ruin. If it be important on their own 
account that our youth should be brought under the influ- 
ence of Christian principles ; is it less so when we look at 
the influence which they may exert upon the destinies of 
their country? What is the nature and genius of our in- 
stitutions? Is not the experiment here making which is 
to demonstrate whether man is capable of self-government 
or whether he is not? I do not indulge in those gloomy 
apprehensions which some entertain of the short-lived fate 
of our republic. I believe the experiment will show 
that man is capable of self-government ; but I feel that 
there is no security except in intelligence, virtue, and re- 



29 

Jigion. I do feel that our literary mefi, who must wield 
the Democracy of our country — who must lead in mould- 
ing society and giving a direction to its varied concerns, 
should be imbued with the spirit of Christianity. They 
must stand upon the rock of revelation, firm as the hills, 
and by their influence and example throw their whole 
weight into the scale of virtue. The greatest foes to our 
free institutions are scepticism and infidelity; and I trust 
the day will never come when the youth educated in our 
literary institutions shall be so lost to every noble and vir- 
tuous sentiment, as to give countenance to these monsters 
whose proper element is discord, desolation, and death ! I 
could say much more on this subject, but the time would 
fail me. I will only add, on this point, that man is an 
inhabitant of two worlds, and if he cannot be happy here, 
in contradicting the law of his creation, he cannot be hap- 
py hereafter; because the same laws operating in time and 
in eternity, he must be thrown for ever at an immeasura- 
ble distance from the source of all happiness — God his 
creator. 

Entertaining these general views of what belongs to a 
course of education, I enter upon the duties assigned me 
in the University of Pennsylvania. I enter upon them 
with an ardent devotion to its interests, and with raised 
hopes that, aided by such an able Faculty, and sustained by 
such a distinguished Board of Trustees, its collegiate de- 
partment will go onward, increasing in the number of its 
pupils, and the sphere of its usefulness, a growing honour 
to the city of the illustrious Penn, and the immortal 
Franklin. For a series of years its medical department 
has sustained an unrivalled pre-eminence; and why should 



30 

not its collegiate department aspire after the same enviable 
distinction? I know, indeed, there is no monopoly in the 
Republic of letters, and I envy not the prosperity of any 
literary institution in the land; but is it not a privilege as 
well as a duty to patronise an institution of our own? 
Here it is that parents, while they can exert the best in- 
fluence upon the morals of their children — an influence 
which is beginning to be better known and valued, can at 
the same time have them trained in a course, which for the 
extent which it embraces, is not inferior to that of any in- 
stitution in our country. Its advantages are open to all 
who will embrace them. Every class of our citizens, and 
those especially who cannot incur the expense of sending 
their sons abroad, may here, at a comparatively small ex- 
pense, have them educated under their own eye. And 
will not our citizens avail themselves, more than they have 
done, of the opportunity, when they know not but from 
among their own offspring there may be reared up ano- 
ther Rittenhouse, or another Franklin? If I am com- 
mending to your patronage the University of Pennsylva- 
nia, I feel that I am pleading your own cause — the cause 
of every parent and child in this great and growing city. 
I would have every class of citizens feel that it is the le- 
gitimate nursery of their offspring, and the door through 
which they may be exalted to the highest honours in the 
republic. But with all the benefits which it is capable of 
conferring upon this community, it may be made still 
more beneficial. The only thing in the way is the want 
of funds; and though it may sustain itself as at present or- 
ganized, it presents imperious claims to the liberality of 
the citizens of Philadelphia. Is it necessary to do more 



31 

than to announce the fact to open the hearts and hands of 
a city so abundant in wealth, and not wanting in liberali- 
ty? If, in my desire for the prosperity of this institution^ 
I should appeal to you in its behalf, I flatter myself that 
you will need only to be told what means are necessary to 
realize your hopes, and ours, and they will be at once be- 
stowed. While other institutions are even now exerting; 
their efforts to add thousands to their funds, let us not be 
wanting to an institution which is, or ought to be, the 
pride and glory of our city. I fear I have trespassed too 
long upon your patience. But allow me to say in con- 
clusion, while so much depends upon our own exertions 
in sustaining this institution — while so much more can be 
done than has yet been done, I feel that success in our ef- 
forts must depend upon him from whom cometh down 
every good and perfect gift, and whose merciful regard 
may be entreated upon every undertaking designed to 
promote his glory, and the happiness of man. To him 
do I commend it, with all its interests, in the hope 
that he will deign to smile upon it, and make it a foun- 
tain whence streams shall issue to gladden our beloved 
country, and the church of God. 



THE END, 



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tefS Time from *e bottom, insert A, before to-p. 20, seventh line from the bottom, trans- 
pose to and for. 



LIBRARY OF CONGRESS 




